PENERAPAN PENDEKATAN WRITING PROCESSDALAM PEMBELAJARAN MENULIS PERMULAAN BAGI ANAK DISGRAFIA DI KELAS 1 SEKOLAH DASAR

• Main Author: Kusmini, Lies (Author)
• Format: Book
• Published: 2017-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Beberapa siswa kelas 1 SDN Perumnas Cijerah 2 Kota Bandung mengalami kesulitan dalam menulis (Disgrafia). Oleh karena itu diperlukan tahapan-tahapan dalam menulis sebagai suatu solusi untuk meminimalisir kesulitan mereka. Atas dasar itulah penelitian ini bertujuan untuk menguji coba proses pembelajaran menulis permulaan melalui penerapan pendekatan writing process bagi anak disgrafia, juga untuk mendeskripsikan seberapa besar pengaruh penerapan pendekatan writing process terhadap kemampuan menulis permulaan bagi anak disgrafia. Penelitian ini menggunakan metode Subjek Tunggal dengan desain A-B-A. Penelitian subjek tunggal dipilih dalam penelitian ini karena sesuai dengan hakikat penelitian yang akan dilakukan, yaitu untuk melihat perubahan tingkah laku (target behavior). Perubahan yang dimaksud di sini adalah peningkatan kemampuan menulis permulaan. Setelah dilakukan penelitian selama 3 tahapan yaitu tahap baseline (A1), tahap intervensi, dan tahap baseline (A2), penerapan pendekatan writing process berimplikasi terhadap peningkatan kemampuan menulis permulaan anak disgrafia, hal ini dapat dilihat dari grafik antarkondisi, garis variabel, dan data kecenderungan arah yang terus naik, serta tidak ada data overlap. Some of the students at the first grade of SDN Perumnas Cijerah 2 Bandung were disabled on handwriting (dysgraphia). Therefore needs some steps of writing process as a solution to decrease their disabilities. On the strength of this research aimed to tested the process of learning writing for beginners through writing process approach for children with dysgraphia. This research used Single Subject Method with A-B-A design. Single Subject research was choosed because it was appropriated with research substance, which to saw behaviour transformation (target behaviour). The transformation here were enhancement of writing skills for beginners. After researched for 3 steps, those baseline steps (A1), intervention steps, and baseline steps (A2), the applied of writing process approach implicated with writing skills enhancement for children with dysgraphia, this can be seen from intercondition chart, variabel line, and data of leaning line that kept going up, and there was no overlap data.

Item Description

http://repository.upi.edu/31115/1/T_PD_1502816_%20Title.pdf
http://repository.upi.edu/31115/2/T_PD_1502816_%20Abstract.pdf
http://repository.upi.edu/31115/3/T_PD_1502816_%20Table_of_content.pdf
http://repository.upi.edu/31115/4/T_PD_1502816_%20Chapter1.pdf
http://repository.upi.edu/31115/5/T_PD_1502816_%20Chapter2.pdf
http://repository.upi.edu/31115/6/T_PD_1502816_%20Chapter3.pdf
http://repository.upi.edu/31115/7/T_PD_1502816_%20Chapter4.pdf
http://repository.upi.edu/31115/8/T_PD_1502816_%20Chapter5.pdf
http://repository.upi.edu/31115/9/T_PD_1502816_%20Bibliography.pdf
http://repository.upi.edu/31115/10/T_PD_1502816_%20Appendix.pdf